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人教版九年级英语（全）册
《 Unit 9 I like music that I can dance to》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　对话导入： 师生互动交流，引导学生说出自己喜欢的音乐类型并解释原因。 T: What kind of music do you like S1: I like pop music. T: Why do you like it S2: Because it can help me relax. T: So you love music that can help you to relax. 教师将定语从句板书，然后要求学生列举更多的定语从句句型，帮助学生更好地理解其含义。 导入二　视频导入： 播放学生喜欢的音乐视频，激发同学们参与课堂的热情，询问“What kind of music do you like？”，然后导入新课。 Talk about the different kinds of music. T: What kind of music do you like S1: I like music that… S2: I prefer music that… S3: I love music that… …
课堂活动设计 （一）听说训练 活动1　情景交际 Step 1: 导入交际情景，引导学生由谈论自己的周末计划到自己的喜好。 T: The weekend is coming. What will you do after a long week at school S: I suppose I will...that I like. T: What CD/movie/program/song will you...？ S: ... Step 2: 介绍2d中对话的情景，要求学生阅读2d内容，并回答下列问题。 What is Scott going to do this weekend Why What kind of movies do Scott and Jill like Why What kind of movies do you like Why Step 3: 播放2d录音，学生跟读，模仿对话中的语音语调。 Step 4: 学生两人一组分角色操练对话。可以根据学生的实际水平进行分层要求： (1)熟练朗读对话； (2)替换对话中的一些信息； (3)拓展对话的内容和句型，增强活动的开放性，鼓励学生开展有创造性的对话交流。 活动2　整理信息 让学生根据3b的内容，将关键信息整理成表格。 Kinds of moviesMovie namesInformation about the moviesThe writer’s feelingComediesDramasDocumentariesAction moviesScary movies
（二）语法突破设计 定语从句 【观察】 Is he the man who/that wants to see you China is a country which/that has a large population. The e mail that/which I received yesterday was from my sister. Please pass me the book whose (of which) cover is green. I shall never forget the days when (on which) we worked on the farm. Qingdao is the place where (in which) I was born. This is the reason why (for which) he refused our offer. 【讲解】 1. 定语从句的概念 在复合句中，修饰某一名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词，定语从句一般放在先行词的后面。 2. 关系代词的用法
Section B
课程导入设计 导入一　情境导入： Step 1: 教师提问“What do you think is the best way to relax yourself？”引出各类休闲活动的表述，例如：doing sports, listening to music, reading a book, watching a movie。 Step 2: 教师询问“What kind of movies/books/bands do you prefer？”引出关于喜好的句式，例如：I prefer movies/books/bands that...。 导入二　对话导入： T: What is your favorite band/music...？ S: My favorite band/music is... T: Why do you like...？ S: Because I like musicians who can... T: Everyone has his/her favorite things. ...
课堂活动设计 （一）听说训练 活动1　Role play Step 1: 播放录音，要求全班跟读对话。 Step 2: 让学生借助1b中的图片，利用目标语言，介绍Michael的喜好和个人情况，实现语言输出。 Step 3: 让学生朗读1d对话，根据示范，结合个人的实际情况，谈论自己喜欢的事物及理由。 活动2　调查报告 Step 1: 教师引导学生回顾各种音乐或电影种类，询问几个学生让他们说出自己熟悉的音乐或电影名称。教师可以在黑板上分组列出名称，为后续的讨论做好语言准备。 Step 2: 将学生分成多人小组，每组选出一名学生调查组内其他学生，了解它们喜欢的音乐或电影类型及代表作，并在表格中记录组员提供的信息。最后在小组内选出最受欢迎的音乐或电影类型。 Step 3: 请每组负责调查的学生向全班汇报调查结果，协助教师在黑板上进行投票，选出全班最喜欢的音乐或电影类型。下表以电影为例： The most popular kind of movie/musicExamples of this kind of movie/musicGroup 1Group 2Group 3
（二）阅读能力突破设计 Step 1: 利用问题引导学生思考。 1. Which musician does the passage mainly talk about 2. What is the name of his most famous piece of music 3. How does the writer feel about this piece of music Step 2: 利用表格中的关键词提示，帮助学生用自己的话复述课文。 ParagraphMain ideaSupporting details1I was moved by a piece of music named Erquan Yingyue.The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. It was one of the most moving pieces of music that I've ever heard. The erhu sounded so sad that I almost cried along with it as I listened.2Abing lived a very hard life.His mother died when he was very young. His father died when he was a teenager. He was poor and homeless. He developed a serious illness and became blind. He lived on the streets and played music to make money. 3Abing's musical skills made him very popular.He could play over 600 pieces of music and he wrote many of them himself. His most famous piece is still played and praised by erhu masters today. Erquan Yingyue has become one of China's national treasures.
二、单元导航
主要内容 Section A部分的主题图展现了四个人物谈论自己所喜欢的音乐，很自然地呈现了本单元的重点语言结构——定语从句。通过学习Section A部分，学生应掌握一些与音乐和电影相关的词汇，能够通过听和读获取有关音乐和电影的相关信息，了解以that, which, who引导的定语从句在不同语境中的功能和作用，并能模仿和表达自己喜欢的音乐和电影。此外，本部分还复习了学生已学的与喜好或音乐相关的词汇。 Section B部分在Section A的基础上进一步拓展话题，让学生能够运用所学结构谈论其他喜好，阅读部分还涉及了中国的民间音乐及音乐家，因而也增加了与音乐相关的词汇和表达句式。本部分的重点是运用noting supporting details的阅读策略对文本进行解读，了解音乐评介类文章的特点。本部分的教学难点是运用具体信息描写事物。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： (1)掌握本单元的重点单词和短语。 (2)掌握谈论和表达喜好的句型。 —What kind of...do you like —I like/prefer... (3)学会准确使用that/who/which引导的定语从句。 2. 能力目标：能够通过听和读获取有关音乐和电影的相关信息；能够运用noting supporting details的阅读策略对文本进行解读；能运用具体信息描写事物。 3. 德育目标：通过了解、探讨自己和他人的喜好，共同提高审美水平，提高整体素质。
教学重、难点 重点： 1. 掌握谈论和表达喜好的句型。 —What kind of...do you like —I like/prefer... 2. 准确使用that/who/which引导的定语从句。 难点： 运用具体信息描写事物。
词汇和常用表达 1. 能够正确使用下列词汇 prefer, suppose, stick, shut, sense, reflect, perform, praise, director, case, war, dialog, sadness, pain, pity, total, master, wound, Australian, electronic, smooth, spare, down, plenty, painful 2. 能够正确使用下列常用表达 in that case, stick to, plenty of, shut off, once in a while, look up, in total 3. 能够认读下列词汇 lyrics, ending, documentary, drama, superhero, intelligent, moving, lifetime, recall
学习策略 能根据篇章的主旨大意找出相关的细节信息
文化知识 了解各种音乐形式和电影类型，感悟和分享音乐和电影带来的情感体验
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 1. 能掌握下列词汇： prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war, dance to the music, sing along with 2. 能掌握以下句型： (1)I like music that I can dance to. (2)I prefer music that has great lyrics. (3)I love music that I can sing along with. (4)I like smooth music that helps me relax after a long week at work. 3. 能学会以下技能： (1)能够询问别人的喜好以及表达自己的喜好。 (2)能够掌握定语从句的简单用法。
教学重点 如何询问别人的喜好以及表达自己的喜好。
教学难点 掌握定语从句的简单用法，让学生们学会用定语从句来表达喜好。
教学准备 1. 音频、课件。 2. 用于辅助表达喜好的图片或物件。
教学过程
教学过程 Step 1: Leading in 1. Guide students to brainstorm the kinds of music so that they can be more involved in the class and their prior knowledge can be activated. Ask students a few questions like these: Do you like music What kind of music do you prefer Why do you like it 2. Present some target sentences and guide students to find the rule and perceive the target structure. Then present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities. I like folk music. Because it makes me feel relaxed. →I like music that can make me feel relaxed. I like pop music. Because I can sing along with it. →I like music that I can sing along with. Step 2: Presentation 1. Draw students’ attention to the picture in 1a, encourage them to focus on what the people are saying and to speculate on what these people might have been doing based on what is in the picture. 2. Invite students to share with the class the sentences they have written. ...is relaxing. ...has a strong beat. ...is traditional. ...is modern. ...is associated with my culture. Step 3: Listening 1. Before listening, make sure that students understand the requirement of the task and the meaning of these sentences in 1b. 2. While listening, play the recording without stop for the first time and students finish the task in 1b. This step aims to develop their skills of grasping the target information. 3. Play a second time to check students’ answers. This time, stop at the key point and check students’ answers by asking them to say the full sentences. 4. Play the recording a third time and ask students to repeat the key sentences. Ask some questions to consolidate students’ understanding of the dialog: Does Betty like the Cool Kids Why What does Tony think of the Cool Kids What kind of music does Tony prefer What is Tony’s favorite band 5. Play the video about 1b and have students try to imitate the pronunciation and intonation of the dialog. Then conduct a post-listening discussion by using these prompts: Do you know of any music with great lyrics What are the lyrics about Do you have a favourite band Why do you like this band Step 4: Pair work 1. Invite students to role-play the conversation in 1c. 2. Work in pairs to make conversations using the target structure. (Attention: During this step, pay attention to the fluency of students’ speaking instead of the accuracy. Just offer help to the students in need and don’t over correct their small mistakes so that students can speak as much as possible. Before conducting this activity, focus on some useful words for talking about music, movies and books.) Step 5: Listening 1. Ask students to read the four sentences in 2a. Then students try to underline attributive clauses with that or who and translate them. 2. Play the recording for the first time and make students to finish the task in 2a. 3. Play the recording for the second time and stop at the key point to make students to check their own answers. 4. Present the correct answers. (1. T 2. F 3. T 4. T) 5. Ask students to correct the false sentences to check their understanding. 6. Before playing the recording again, encourage students to attempt the activity first, based on their recall of what they heard in 2a. Then play the recording and make students to check and correct their answers. Then invite some students to read the full sentences in the chart to check their answers. (I like musicians who play different kinds of music. I love electronic music that’s loud. I like musicians who write their own songs. I prefer groups that play quiet and slow songs.) 7. After listening, present the listening material to the students in need to help them get the specific information about the conversation. And play the recording again and ask students to imitate the pronunciation and intonation. Step 6: Pair work 1. Ask each pair of students to come up with their own two musicians or groups to compare and contrast. 2. Invite a few pairs to share their conversations with the class. Step 7: Role-play 1. Read the conversations and let students read after the teacher. 2. Explain some new words and main points in the conversation. 3. Ask students to role-play the conversation in groups. Step 8: Language points 1. prefer prefer意为“更喜欢”，相当于 like...better，其过去式和过去分词均为preferred，现在分词为preferring。常见用法有： ① prefer sth. 更喜欢某物 ② prefer to do sth. 更喜欢做某事 ③ prefer+(doing) A + to (doing) B 比起(做)B事更喜欢(做)A事 ④ prefer to do sth.+rather than do sth. Tony prefers staying/to stay at home on weekends. 托尼更喜欢周末待在家。 Linda prefers apples to pears. 琳达喜欢苹果而不喜欢梨。 2. along with along with意为“随着；和……一起”。作“和……一起”讲时，相当于together with。当主语后面紧跟由with, along with, together with等引出的短语时，谓语动词的数要与主语保持一致。 She lost her job when the factory closed, along with hundreds of others. 工厂倒闭时，她和其他几百人一样失去了工作。 3. suppose suppose 意为“推断；料想”，常用于被动结构 be supposed to do sth.，意为“应该做某事”，be supposed to 相当于 should。 You're supposed to buy a ticket, but not many people do. 按说应当买票，不过买的人不多。 4. spare (1)spare作形容词时意为“空闲的；不用的”，通常用在名词前作定语。常用短语：in one’s spare time 在某人的空闲时间。 He's studying music in his spare time. 他在空闲时间学音乐。 (2)spare还可以作及物动词，意为“抽出；留出”， 多指抽出时间、空间等。常用结构有：spare...for sb./sth. “为某人/某事抽出/留出……” I'd love to have a break, but I can't spare the time just now. 我是想休息一下，可眼下找不出时间。
课堂作业 1. 记住语言要点和语法。 2. 背诵2d部分的对话。 3. 完成练习册上的练习。
板书设计 Unit 9 I like music that I can dance to. Section A（1a～2d）
Key words and phrases： prefer sth. prefer to do sth. prefer prefer A to B prefer doing A to doing B prefer to do sth.+rather than do sth. Australian adj. → Australia n. director n. → direct v. & adj. Key sentences： 1. I like music that I can dance to. 2. I prefer music that has great lyrics. 3. I love music that I can sing along with. 4. I like smooth music that helps me relax after a long week at work.
教学反思 本节出现了更多的新词和表达方式。老师应该提供更多的听说练习，鼓励学生更多地参与。老师应该让他们学习主要结构——定语从句，并让学生在听说中练习。在对话练习部分，学生可以在自然语言中体验更多使用目标语言的练习，从而提高语言的实际应用价值。
三、个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 1. 掌握以下词汇和短语： stick to, down, dialogue, ending, documentary, drama, plenty, plenty of, shut, shut off, superhero, once in a while, intelligent 2. 熟练掌握以下句型： (1)While some people stick to only one kind of movies, I like to watch different kinds depending on how I feel that day. (2)When I’m down or tired, I prefer movies that can cheer me up. (3)But they try their best to solve their problems. 3. 掌握本单元语法： that/which/who引导的定语从句的用法
教学重点 1. 掌握本部分出现的生词和词组，达到熟练运用的目标。 2. 学会用that/which/who引导的定语从句描述自己喜好。
教学难点 用that/which/who引导的定语从句描述自己喜好。
教学准备 音频和课件。
教学过程
教学过程 Step 1: Leading in 1. Have students to talk about these questions: What kind of movies do you like Why do you like them Would you choose different kinds of movies depending on how you feel that day 2. Let the students have a discussion about different kinds of movies. Step 2: Preparation Explain the meanings of words used to name different kinds of movies: comedy- a funny movie cartoon- a film made from a series of drawings drama- a movie with a serious subject documentary-a film that gives factual information about a subject action movie- a movie with exciting events,fighting,violence,etc. horror movie- a scary movie thriller- an exciting movie about crime science fiction- a movie about future events associated with scientific developments fantasy- a movie about imaginary events set in an imaginary world Step 3: Reading 1. Make students read the passage quickly. Then ask them to finish the task in 3a and invite some students to share their answers. (Answers: underlined: comedies, cartoons, dramas, documentaries, action movies, movies that are scary. circled: Men in Black, Kung Fu Panda, Titanic, March of the Penguins, Spider-Man) 2. Ask students to read the questions first. Then students read the passage again carefully and finish the task in 3b. 3. Invite some students to share answers with the class. Step 4: Group work 1. Ask students to sort out information in a chart so that students can have a better understanding of the passage and develop their reading skills. 2. After students finish the chart, encourage them to paraphrase the points of the writer. Step 5: Language points 1. stick (1)动词stick意为“粘贴；将……刺入”，过去式和过去分词均为stuck。 He stuck a stamp on the envelope. 他把一张邮票贴到信封上。 (2)stick to意为“坚持；固守”。 Stick to your dream, you’ll succeed with your hard work. 坚持你的梦想，付出努力，你就会成功的。 2. down down作形容词时可意为“悲哀；沮丧”，用于系动词后作表语。 When he is down, he often listens to gentle music. 他心情沮丧时，常听柔和的音乐。 3. cheer up cheer up意为“使高兴；高兴起来；使振奋”。 Cheer up! Our troubles will soon be over. 振作起来！我们的困难很快就会过去。 4. plenty of plenty of 意为“大量；充足的”，既可修饰可数名词复数形式，也可修饰不可数名词。 There is plenty of coal in this area. 这个地区有丰富的煤。 5. shut shut 意为“关闭；关上”；shut off 意为“关闭；停止运转”。 Shut off the internet. 断开网络。 6. once in a while once in a while 意为“偶尔地；间或”。 He went to see them once in a while. 他偶尔去探望他们。 Step 6: Grammar points that/which/who引导的定语从句 1. 在复合句中修饰名词或代词的从句叫定语从句。 I like music that I can dance to. （music 是先行词，that是关系代词） He is the man who I met yesterday. （man是先行词，who是关系代词） 人 (n.) + who/that + 从句 规则 物 (n.) + that/which + 从句 2. 关系代词who、 that的作用： (1)作代词，代替先行词； (2)在从句中担任句子成分：主语或宾语； (3)作连词，把主句和从句连接起来。 3. who / that/which 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致。 Step 7: Practice 1. Work on 4a: Choose words from the different columns to make sentences. 2. Work on 4b. (1) 让学生们阅读表格中的内容。 (2)让学生阅读4b中的问题。小组展开讨论，完成定语从句。 (3) 找部分同学到黑板上写下自己的答案， 共同校正答案。 Step 8: Pair work A: What kind of food do you enjoy B: I enjoy food that is sweet. ….. Example: A: What kind of groups do you like B: I like groups that wear really cool clothes. A: That’s not really important to me. I like groups that can sing. A: What kind of groups don’t you like B: I don’t like groups that sing others’ songs. …. Step 9: Exercises 1. He is the man __________ is ready to help others. 2. The girl __________ I spoke to just now is my friend. 3. The dress __________ you bought in the city mall is made of silk. 4. Bill likes music __________ he can sing along with. 5. This is the village __________ I used to live in. 6. Women always like buying many things __________ they don’t need at all. 7. I’m studying a subject __________ I am very interested in. (Keys: 1. that/who 2. that/who 3. that/which 4. that/which 5.that/which 6. that/which 7. that/which)
课堂作业 1. 复习今天学的新单词和表达方式。 2. 复述3a的课文。 3. 调查你的朋友们们对电影、CD、食物、歌曲、音乐制作人等的喜好，并写成一个小报告，向你的同学们汇报一下。
板书设计 Unit 9 I like music that I can dance to. Section A（3a～4c）
Key words and phrases： stick to, down, dialogue, ending, documentary, drama, plenty, plenty of, shut, shut off, once in a while, intelligent Key sentences： 1. While some people stick to only one kind of movies, I like to watch different kinds depending on how I feel that day. 2. When I’m down or tired, I prefer movies that can cheer me up. 3. But they try their best to solve their problems Grammar： that/which/who引导的定语从句 1. that 指代人/事物 2. which 指代人/事物 3. who 指代人
教学反思 老师应该尽力鼓励学生参与讨论，不要过分强调正确的答案。这不仅可以拓宽学生的思维空间，有助于创造性思维能力的发展，还可以帮助学生掌握语言的使用。老师可以邀请几组学生进行对话，并引导其他学生就每组报告的内容提问。这不仅使学生养成听其他学生演讲和记下关键信息的良好习惯，还训练学生在自然的演讲中使用目标语言。
三、个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 1. 能掌握以下词汇： sense, sadness, pain, reflect, moving, look up, perform, lifetime, pity, total, in total, master, praise, recall, wound, painful 2. 能掌握以下句型： (1)I like clothes that are unusual. (2)I like writers who explain things well. (3)I love movies that are scary.
教学重点 1. 掌握本课时出现的新词汇。 2. 进行听力训练，提高综合听说能力。 3. 阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点 1. 听力训练。 2. 阅读2b部分的短文并完成相关要求。
教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片。 2. 本课的音频。
教学过程
教学过程 Step 1: Leading in 1. Have students talk about how they relax in daily life. Make use of this prompt: What do you think is the best way to relax 2. Encourage students to express their preferences using the target language. Use these prompts: T: What’s your favourite music/movie/book/band S:I prefer music/movie/book/band that/which... Step 2: Writing 1. Let students think about their favourite band, book and movie so that they can review what they have learned in Section A and personalize the topic. They can share their answers with their partners. 2. Ask students to describe what they see in the picture. Prompt students to guess the relationship between the two people. 3. Draw their attention to the chart and have them work in pairs to predict the answers. These predictions may be written on a separate piece of paper and checked against the actual answers after activities 1b and 1c are completed. Step 3: Listening 1. Play the recording and ask the students to finish the task in 1b. 2. Invite some students to share answers to check. (Answers: jacket, book, movie poster) 3. Encourage students to recall what they heard in activity 1b and attempt activity 1c without listening to the recording again. 4. When students have filled in their answers, play the recording for them to check their answers. (Answers: He likes clothes that are unusual. He likes writers who explain things well. He likes movies that are scary.) Step 4: Pair work Encourage students to go beyond music and movies and talk about other subjects like clothes, food, hobbies,etc. Examples: I dislike food that is spicy. I love tea that has a fruity taste. I like cookies that are not too sweet. I enjoy shopping in malls that are not crowded. I love clothes that are loose and comfortable. I don’t like hobbies that take up a lot of time. Step 5: Preparation for 2b 1. Ask students to make the list in pairs or groups before having a class discussion to consolidate the answers. Try to get all students involved in the activity. 2. Present some suggested answers like this: Chinese bamboo flute: Purple Bamboo Melody（紫竹调） erhu: Erquan Yingyue（二泉映月）; Horse Racing（赛马） suona: Bainiao Chaofeng（百鸟朝凤）; Quanjiafu（全家福） Step 6: Fast Reading 1. Ask students to look at the pictures and the title and prompt them to predict the answer of the three questions in 2b. 2. Introduce some background information about Abing and Erquan Yingyue. Play the music and encourage Ss to express their feelings after hearing it. (Attention: If there is a student who can play erhu in the class, the T can invite him/her to bring erhu to school in advance and play the music for all students.) 3. Make students read the passage quickly and finish the task in 2b. 4. Present the correct answers. Step 7: Careful Reading 1. Explain what a typical paragraph consists of. An understanding of this will enhance students’ reading and writing skills. 2. Ask students to read the passage carefully and complete the chart in 2c individually. 3. Ask students to check with partners. 4. Present the correct answers and guide students to read the passage carefully again. During the process, the T can explain the new words and expressions to students to help them have a better understanding. Step 8: Language points 1. sense (1)sense可作动词，意为“感觉到，意识到”。 We all seemed to sense his sadness at that time. 在那个时候我们好像都感觉到了他的悲伤。 (2)sense还可作名词，意为“意识，感觉”。 People have five senses, sight, hearing, smell, taste, and touch. 人有五种感觉：视觉，听觉，嗅觉，味觉和触觉。 2. sadness 名词sadness意为“悲哀”，其中的-ness是个名词后缀，一些形容词后加-ness可变成名词，如：happy—happiness, kind—kindness Don't give yourself up to sadness, there's still hope! 不要太悲伤，还有希望! 3. pain 名词pain意为“疼痛，努力”，对应的形容词painful意为“痛苦的；疼痛的；令人不快的”。 He has pains in the arm. 他手臂痛。 He had a painful experience in the past. 他过去有一段痛苦的经历。 4. piece piece表示音乐作品，相当于汉语的“一首歌；一支乐曲”等。 I especially like that short piece by Beethoven. 我特别喜欢贝多芬的那首小曲。 5. reflect 动词reflect意为“反映，映出”。 His actions reflect his thoughts. 他的行为反映他的思想。 6. look up look up 指“（在字典，参考书中，通过电脑）查阅，抬头看”。 It is unnecessary to look up every word you don’t know in the dictionary while your are reading. 阅读时，碰到生词，不必都要在词典中查阅。 I looked up and saw him. 我抬起头来看见了他。 7. perform 动词perform意为“表演，执行”。 He performed a dance for them. 他为他们表演了一个舞蹈。 He performed his duties perfectly. 他圆满地完成了自己的任务。 8. pity 名词pity意为“遗憾，怜悯”，常用于it’s a pity that...句型结构。 It’s pity that you missed the beginning of the movie. 很遗憾你错过了电影的开头。 9. total (1)total作名词时意为“总数，合计” Their expenses reached a total of 1,000 pounds. 他们的花费总计一千英镑。 (2)in total意为“总共；合计”。 In total over 100 people attended the conference. 共计有百余人参加了这个会议。 (3)total还可作形容词，意为“总的，全体的”。 What is the total population of Japan 日本的总人口为多少 10. praise (1)praise作名词时意为“赞扬，表扬”。 He won praises for his modesty. 他以自己的谦虚赢得别人的赞扬。 (2)praise还可作动词，意为“赞扬，表扬”。 The teacher praised her many times because of her kindness. 因为她的善良，老师表扬了她很多次。 11. wound (1)wound作名词时意为“伤口，创伤”。 He has a wound in the arm. 他臂上有一处伤。 (2)wound还可作动词，意为“使（身体）受伤；伤害”。 You must not wound her feelings. 你不可以伤害她的感情。
课堂作业 1. 用自己的语言复述2b的课文内容。 2. 做本节PPT课件末尾的练习。
板书设计 Unit 9 I like music that I can dance to. Section B（1a～2e）
Key words and phrases： unusual adj. → 反义词：usual sad adj. → sadness n. pain n. → painful adj. in total look up be known for Key sentences： 1. I like clothes that are unusual. 2. I like writers who explain things well. 3. I love movies that are scary. 4. It is a pity that...
教学反思 为了练习学生的阅读能力，我们必须做大量的工作，并不断地做同样的工作。我们通常帮助学生为阅读做好相关知识或新单词和短语的准备。在阅读过程中，我们使用注意细节的策略，一遍又一遍地阅读文章。学生带着任务阅读，完成任务，学习新单词和表达式在阅读的时候。之后，他们可以利用这些信息复述故事。我们应该用这种方式训练学生。
三、个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 1. 复习本单元所学习的单词和短语。 2. 复习that/who/which引导的定语从句的用法。 3. 学会用that/who/which引导的定语从句描述自己的喜好，并能发表简单的评论。 4. 会用本单元的常见句型结构写出相应的短文，提高学生的写作能力。
教学重点 1. 用that/who/which引导的定语从句描述个人喜好。 2. 会写有关个人喜好的作文。
教学难点 写有关个人喜好的作文。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1: Revision 1. Ask students to review the target structure by giving them the following prompts: What kind of music/groups do you like/love/prefer What kind of movies do you like/love/prefer ... 2. After reviewing the target structure, ask students to do a survey as a group work. Students ask their partners the following questions and fill in the chart and try to make a report in class. What kind of movies/music do you like How do you feel after watching/listening to them Can you name one of the movies/songs you like Who do you usually watch/listen to them with 3. Ask students to discuss what they have written with a partner. Step 2: Writing 1. Use their notes to write an article for a newspaper or magazine to tell people about their favorite kind of music/movie and your favorite song/movie. Useful expressions: My favorite kind of music/movie is… I like…because … It was…by… When I listen to /watch it, I feel… I think you should listen to/watch it too because … Example: My favorite kind of movie is historical drama. I like historical dramas because they are a relaxing way for me to learn history and the effects that a historical event had on people’s lives. My favorite movie is Gone with the Wind. It was made in 1939, based on a prize-winning novel by Margaret Mitchell. The movie’s plot is set against the American Civil War and it has an amazing cast that helps bring the story to life. When I watch this movie, I feel deeply moved. It makes me feel sad about the effects of war, but it also gives me hope in the strength of the human spirit. I think you should see this movie too because it is one of the greatest movies of all time. 2. After finishing the writing, get the students to check their work in pairs. 3. 写作指导： (1)话题解读： 本单元通过对音乐和电影等相关材料的学习，让学生学会谈论自己的兴趣爱好，准确地表达自己对某事物的好恶，感悟生活的愉悦与精彩，该话题涉及的内容广泛，如体育运动、美术、音乐、旅游、集邮、绘画、收藏、爬山、垂钓、看书等。 (2)常用句型： I like...that I can.. 我喜欢我可以…… My favorite…is… 我最喜欢的……是…… I prefer…music/movie. 我更喜欢……音乐/电影。 I like singers who… 我喜欢……的歌手。 I like groups that… 我喜欢……的组合。 It makes me… 它让我…… It is good for… 它对……有好处。 Step 3: Self Check 1. Work on Self Check 1: (1)Let some students read the words in the box. Make sure all the students know the meaning of the words. (2)Let students read the sentences in Self check 1. Then students try to fill in the blanks with the correct forms of the words in the box. (3)Let some students read their answers. Check the answers with the students. 2. Work on Self Check 2: (1)Tell students that they have to fill in the blanks with who, that, which. More than one answers may be possible. (2)students think and try to complete the conversation by themselves. (3)Let some students read their answers to the class. (4)Ask some students to act out the conversation. 3. Work on Self Check 3: (1)Let students complete the sentences about themselves. (2)Share their answers with the class. Step 4: Summary Encourage students to summarize the key points of this class to help student consolidate the knowledge.
课堂作业 写作练习 研究表明，音乐对人们的情绪有着重要的影响，因此，人们用不同的音乐来调节心情。请根据下表提示内容，写一篇英语短文。 听音乐前的情绪状态适用音乐听音乐后的心境压力大，过分焦虑流行音乐放松沉迷电脑游戏，兴奋过度乡村音乐平静困倦，疲劳摇滚音乐振奋孤独，悲伤自拟自拟
注意：1. 词数80左右。开头已写好，不计入总词数； 2. 内容必须包括上表中的要点； 3. 条理清楚，语句连贯。 参考词汇：摇滚音乐rock music Research has shown that music has an important effect on one's moods.
板书设计 Unit 9 I like music that I can dance to. Section B （3a~Self Check）
Key words： prefer, suppose, spare, case, stick, plenty, sense, pain, perform, pity, praise Key phrases： stick to, plenty of, shut off, once in a while, in total Key sentences： 1. What kind of...do/does sb. like 2. I love musis that/which I can sing along with. 3. How do/does sb. feel about... 4. It’s a pity that...
教学反思 在学生开始写作之前，教师应带领学生收集语料库，复习和整理与写作主题相关的词汇和句型，这有利于激活学生的思维和相关知识的链接，促使学生复习和整理脑海中较早阅读或讨论的相关材料，以便在写作中使用。

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